SLA (Second Language Acquisition)

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SLA (Second Language Acquisition)

• SIOP Model
• Making Content Comprehensible for English
  Language Learners

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Content Objectives

• List characteristics of English Learners that may
  influence their success in school
• Understand L1 and L2 acquisition.

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Language Objectives

• Discuss the challenges of SLA.

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Second Language Acquisition

• Second language acquisition is a lifelong process
  
• with many parallels to first language
  acquisition.
• Error patterns are predictable across all
  learning regardless of the students L1 or formal
  instruction in L2.
• Language acquisition is not a linear process
  formal instruction does not speed up the process.
• Sequential curricula materials (mastery of each
  discrete point before moving on to the next
  point) are disastrous for second language
  learners.

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Stages of Second Language Development

• Pre-Production Silent Period
• Early Production
• Speech Emergence
• Intermediate Fluency

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Second Language Acquisition
Second language acquisition a dynamic,
creative, innate process Best developed through
contextual, meaningful activities that
focus on language use combined with guidance
along the way from the teachers.
(Collier, 1995)
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Center activity

• Rejoin the group you worked with during the
  puzzle activity. Take your SIOP notebook.
• Leader, recorder, and time keeper shall switch in
  each center.
• Recorders will keep up with group work.
• Wait for further instructions.

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Fluency Comprehension Written Expression

• For ESL students,
• oral language, phonological awareness, print and
  book knowledge and the alphabetic principle are
  best developed when students are provided with
  ample opportunities to engage in meaningful,
  purposeful, and relevant contexts.

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Best developed through contextual, meaningful
activities that focus on language use combined
with guidance along the way from the teachers.

• Provide comprehensible instruction use graphic
  organizers visuals concrete examples
• Monitor language paraphrase repeat provide
  examples make connections to students L1.
• Create a safe environment where students take
  risks and are supported throughout the process

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Guidelines for Teaching Second Language Learners

• Create an instructional program that meets the
  needs of your students
• design a plan for new students
• readjust schedules, make decisions based on data,
  and make instruction comprehensible
• provide opportunities for students to engage in
  extended dialogues
• assess students progress frequently
• incorporate community expertise into the
  curriculum

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Cummins Model of Academic Language

• Reproducible 2.2
• Make a card at table for A, B, C, D.
• When a question is asked, confer with your group,
  and only show answer when asked.

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Myths

• Stand up if true jump up and down if false.

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Children learn second languages quickly and
easily.
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Children learn second languages quickly and
easily.

• False

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The younger the child, the more skilled at
acquiring an L2
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The younger the child, the more skilled at
acquiring an L2

• False

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The more time students spend in a second language
context, the quicker they learn the language..
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The more time students spend in a second language
context, the quicker they learn the language..

• False

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Children have acquired an L2 once they can speak
it.
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Children have acquired an L2 once they can speak
it.

• False

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Content Objectives

• List characteristics of English Learners that may
  influence their success in school
• Understand L1 and L2 acquisition.

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Language Objectives

• Discuss the challenges of SLA.